College credit in high school : an examination of the impact of dual credit on college success and completion in Texas

textDual credit, which allows students to simultaneously earn high school and college credit for the same course, is widely-implemented across the country. Dual credit is thought to promote student success in higher education. However, there is limited research on whether dual credit courses taken in high school positively influence college-level outcomes. Using Ordinary Least Squares and Logistic analysis to control for student background characteristics, this study examines the relationship between dual credit and student success in college, specifically freshman grade point average and college graduation. The study examines an existing dataset from the Texas Higher Education Coordinating Board that includes approximately 35,870 students. Results suggest that dual credit positively influences college outcomes.Educational Administratio

How Community Colleges in Texas Prioritize Resources for Latino Men

This study explored how administrators at community colleges conceptualized change related to resource allocation and managing competing priorities to support targeted programming for Latino men. The study included the perspectives of 39 administrators from seven community colleges across Texas using concepts associated with institutional change to ground our analysis. Findings revealed that state and national initiatives, particularly those concerned with enhancing success for students of color, influenced how community college administrators approached change on their campuses. In addition, community college institutional mission, leadership, and a desire for data-informed resource management influenced the approach to resource allocation for Latino men.This accepted manuscript is from an article published as Rodriguez,SL, Garbee,KT, Miller, RA, Saenz, VB.; How Community Colleges in Texas Prioritieze Resources for Latino Men, Community College Journal of Research and Practice, 2017, 1-16. Doi: 10.1080/10668926.2017.1281179. Posted with permission.</p